Заглавная страница
Избранные статьи
Случайная статья
Познавательные статьи
Новые добавления
Обратная связь

ТОП 10 на сайте

Приготовление дезинфицирующих растворов различной концентрации

Техника нижней прямой подачи мяча.

Франко-прусская война (причины и последствия)

Организация работы процедурного кабинета

Смысловое и механическое запоминание, их место и роль в усвоении знаний

Коммуникативные барьеры и пути их преодоления

Обработка изделий медицинского назначения многократного применения

Образцы текста публицистического стиля

Четыре типа изменения баланса

Задачи с ответами для Всероссийской олимпиады по праву

Мы поможем в написании ваших работ!

ЗНАЕТЕ ЛИ ВЫ?

Влияние общества на человека

Приготовление дезинфицирующих растворов различной концентрации

Практические работы по географии для 6 класса

Организация работы процедурного кабинета

Изменения в неживой природе осенью

Уборка процедурного кабинета

Сольфеджио. Все правила по сольфеджио

Балочные системы. Определение реакций опор и моментов защемления

Главная Избранные Случайная статья Познавательные Новые добавления Обратная связь FAQ

Expected outcomes on the subject “English language”, Grade 6

Стр 1 из 10Следующая ⇒

Grade 6

Contents

1. Aim of the Summative Assessment for the term.. 3

2. The document defining the content of the Summative Assessment for the term.. 3

3. Expected outcomes on the subject “English language”, Grade 6. 3

4. Level of thinking skills on the subject “English language”, Grade 6. 4

5. Administration rules. 6

6. Moderation and marking. 6

SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 1. 7

SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 2. 20

SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 3. 33

SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 4. 47

1. Aim of the Summative Assessment for the term

Summative assessment is aimed to assess learners’ success in terms of the learning objectives achievement and reveal their level of knowledge and skills acquired during the term within the framework of updating the secondary education content.

Specification describes the content and procedure for the delivery of the Summative Assessment for the term in “English language” in Grade 6.

2. The document defining the content of the Summative Assessment for the term

The Subject Programme for "English language" for 5-9 grades of secondary education on the updated content.

Expected outcomes on the subject “English language”, Grade 6

Content

A learner develops skills needed for success in a range of academic subjects such as using speaking and listening skills to solve problems, organising information clearly for others and developing intercultural awareness through reading and discussion.

Listening

A learner understands the main ideas of texts on curricular topics; identifies essential facts distinguishing them from non-essential; understands details within the framework of familiar topics; formulates complex questions based on listening material in order to obtain additional information; deduces the meaning of listening material using context clues; identifies specific information within the framework of familiar topics; recognizes inconsistencies in arguments within the framework of familiar topics.

Speaking

A learner conveys the main ideas of a text within the framework of familiar topics logically organizing events; uses the formal and informal registers; presents information within the framework of familiar topics; predicts the content of a text using the heading, pictures, key words, extracts within the framework of familiar topics; asks simple and complex questions to obtain specific information; interacts with peers (in a pair, group) to fulfill learning tasks; compares and contrasts texts within the framework of familiar topics; expresses and opinion providing arguments.

Reading

A learner identifies the main ideas of texts and details in texts of a range of styles and genres within the framework of familiar topics; uses a range of information sources (reference materials, dictionaries, the Internet); recognizes specific information in a text and a range of styles and genres within the framework of familiar topics; predicts the content of a text using the heading, pictures, key words, extracts; identifies the attitude and opinion of the author; evaluates information from different texts.

Writing

A learner fills in tables, diagrams, schemes, questionnaires, forms; plans, writes, edits and proofreads texts within the framework of familiar topics; makes notes based on a text according to a communicative task; describes real and/or imagined events of the past, present, and future using the knowledge of topics studied before; links and coordinates sentences and paragraphs in a text within the framework of familiar topics; correctly uses punctuation in a text within the framework of familiar topics; creates texts of a range of styles and genres using appropriate rules and layout.

Use of English

A learner expresses him/herself using a good lexical range and variety of language with a generally high degree of accuracy. A learner develops ability to use a range of past, present and future forms and a wider range of modals.

Administration rules

During the Assessment cover all visual materials like, diagram, schemes, posters and maps that can serve as prompts for the learners.

At the beginning of the Assessment read out the instructions and inform the learners about the assessment duration. Remind learners that they are not allowed to talk with each other during the Summative Assessment. After the instructions, make sure they have understood given instructions and ask if they have any questions before the start of the assessment.

Ensure that the learners are working individually and not helping each other. During the Summative Assessment learners should not have any access to additional recourses that can help them, for example, dictionary, and calculator (excluding the cases when it is allowed in specification)

Recommend learners to cross the wrong answers instead of using an eraser.

During the assessment you can answer learners’ questions, regarding the instructions and the assessment duration. You should not spell, paraphrase or provide any information that could give the learner an advantage.

If learners finish listening (reading) section earlier than 10 minutes they can feel free to come to next section.

Tell the Learners to stop writing and put down their pens/pencils on the desks at the end of the Summative Assessment.

Moderation and marking

All teachers use the same version of the mark scheme. During the moderation process it is necessary to check learner sample papers with the marks awarded to ensure there are no deviations from the standardized mark scheme.

Total marks- 22

Listening

Task. Listen to the talk with Ben and Katy twice.

CD3. Tapescript 1. And transcript for listening task can be found after the mark scheme.

Reading

Task. Read the article about London police.

Answer the questions.

1. Why did people stay in their homes as much as possible? [1]

_____________________________________________________________

2. How did “Bow Street Runners” get their name? [1]

______________________________________________________________

Choose True or False.

3. In 1800, there were not enough policemen in London. [1]

True False

4. All of the first 3000 London Police Force rode horses. [1]

True False

5. Today, police officers who work with horses are paid more than their colleagues.

True False [1]

Total [5]

Writing

Task. Choose ONE of the topics below.

Topic 1. Our class

Think about your favourite class. Give some information about the subject and classmates.

§ What is your favourite subject? Why?

§ What does a person do to be good at school?

§ Do you enjoy spending time with your classmates? Why?

§ What clubs or sport activities do you like most at your school? Why?

Topic 2. Helping and Heroes

Think about heroes of modern life. Give some information about any hero.

§ Who do you think is a hero of modern life? Why?

§ What does a hero do?

§ Why do heroes enjoy helping the other people?

§ Who is your superhero or a hero in real life? Why?

Total [6]

Speaking

Task. Work in pairs. Choose one of the cards and make a dialogue with a partner. Give own opinion on topic, ask questions, explain your position and answer your partners’ questions.

You have 1 minute to prepare and 2 minutes to talk.

Card 1.Discuss with your partner the topic ‘Our class’. The following questions will help you to organize your talk:

1) What grade are you in?

2) Do you have to wear a uniform?

3) What is your favourite subject at school?

4) What do you usually do after school?

5) Do you enjoy studying?

Card 2. Discuss with your partner the topic ‘Our class’. The following questions will help you to organize your talk:

1) What do you like about your classroom?

2) What colour of classroom walls is the best for you?

3) Can you describe your classroom in five words? What are they?

4) What are five things you don’t like about your classroom?

5) What are five things you would like to change in your classroom?

Card 3. Discuss with your partner the topic ‘Our class’. The following questions will help you to organize your talk:

1) How many students are there in your class?

2) Describe two of your classmates who attend your class

3) What subjects are you good at?

4) What subjects are you bad at?

5) Do you study a foreign language at school?

Card 4. Discuss with your partner the topic ‘Our class’. The following questions will help you to organize your talk:

1) Are good grades important to student?

2) Which subject do you enjoy studying? Why?

3) What are the qualities of a good student?

4) How much free time do you have at school?

5) Do you go to any clubs at your school? What are they?

Card 5. Discuss with your partner the topic ‘Helping and Heroes’. The following questions will help you to organize your talk:

1) Do you believe in superheroes?

2) Who is your favourite male superhero? Why?

3) Who is your favourite female superhero? Why?

4) Do you think people need superheroes?

5) Do you want to be a superhero? Why?

Card 6. Discuss with your partner the topic ‘Helping and Heroes’. The following questions will help you to organize your talk:

1) Do you usually help other people?

2) What do you usually do to help other people?

3) How often do you help other people?

4) Who do you usually help?

5) Why do you think you should help other people?

Card 7. Discuss with your partner the topic ‘Helping and Heroes’. The following questions will help you to organize your talk:

1) How can you help people in need?

2) How can you help the elderly people?

3) Did you do it alone, with friends or with your family?

4) Did you make new friends while you were doing the work?

5) How did you feel after finishing the work?

Card 8. Discuss with your partner the topic ‘Helping and Heroes’. The following questions will help you to organize your talk:

1) Did someone ever help you?

2) Who helped you?

3) When it happened?

4) Why did he / she help you?

5) How did you feel after this?

Total [6]

Total marks_ /22

Mark scheme

Listening and Reading

№	Answer	Mark	Additional information
1 2 3 4 5	C	1
	B	1
	A	1
	study	1
	break	1
1 2 3 4 5	There were many thieves	1	Any other answers are acceptable if they answer the questions correctly. The answer can be shorter.
	because they worked near Bow Street	1
	False	1
	False	1
	True	1

Total marks

CRITERIA FOR MARKING WRITING*

Give a mark out of 6 for each criterion (content, organization, vocabulary and spelling, and grammar and punctuation), and then calculate a mean to give an overall total out of 6.

Mark / Criterion

Content: relevance, style and register, and development of ideas

Organization: cohesion, paragraphing, and format

Vocabulary and Spelling

Grammar and Punctuation: range and accuracy

· All content is relevant to the task. · The register completely corresponds to the requirements of the task; consistent and intentional misuse of register* may indicate a writer’s personal style. · All content points are fully addressed and developed in a balanced way. *Such misuse of register should not harm the format of writing.

· Uses a range of basic connectors correctly and attempts to use referencing, but not always clearly or appropriately. · Uses paragraphs to separate ideas; all paragraphs revolve around one idea or a set of like ideas; the size of each paragraph allows for a proper and balanced development of ideas. · The format is appropriate, but may be modified for a better reading experience.

· Uses a range of everyday vocabulary appropriately; attempts to use less common lexical items with occasional errors. · Has good control of word formation; may make occasional errors in producing less common word forms. · Spells common vocabulary items correctly; very few (one or two) occasional spelling mistakes may be present. · May occasionally misspell less common lexical items. · Errors in word choice and/or spelling do not distort meaning.

· Writes simple and compound sentence forms correctly and demonstrates some variety in length. · May attempt some complex sentences, but they tend to be less accurate, including punctuation. · Errors in grammar and/or punctuation do not distort meaning.

All content is relevant to the task; insignificant content omissions may be present. · The register on the whole corresponds to the requirements of the task; occasional and inconsistent misuse of register may be present. · Most content points are addressed, but their development may be slightly imbalanced.

· Uses a range of basic connectors correctly. · Uses paragraphs to separate ideas; most paragraphs revolve around one idea or a set of like ideas; the size of each paragraph may reflect imbalanced development of ideas. · The format is appropriate.

· Uses a range of everyday vocabulary appropriately; attempts to use less common lexical items, but may make frequent errors. · Has good control of word formation; may make errors in producing less common word forms. · Spells common vocabulary items correctly; few (no more than five) occasional spelling mistakes may be present. · May often misspell less common lexical items. · Errors in word choice and/or spelling do not distort meaning.

· Writes simple and compound sentence forms correctly, but does not demonstrate variety in length. · Occasional errors in grammar and/or punctuation do not distort meaning.

· Most content is relevant to the task; insignificant content omissions may be present. · The register on the whole corresponds to the requirements of the task. · Most content points are addressed, but some content points may be more fully covered than others.

· Uses some basic connectors, but these may be inaccurate or repetitive. · Uses paragraphs to separate ideas, but tends to misuse paragraphing (a script is a set of very short paragraphs or some paragraphs may be much longer than other ones for no apparent reason). · The format is generally appropriate.

· Uses everyday vocabulary generally appropriately, while occasionally overusing certain lexical items. · Has good control of word formation; can produce common word forms correctly. · May make infrequent errors in spelling more difficult words. · Errors in word choice and/or spelling rarely distort meaning.

· Writes simple and some compound sentence forms correctly. · While errors in grammar and/or punctuation are noticeable, meaning is rarely distorted.

· Some content is relevant to the task; significant content omissions may be present. · The register barely corresponds to the requirements of the task. · Only some content points, which are minimally addressed.

· Uses a very limited range of basic cohesive devices correctly. · Writes in paragraphs, but may not use them to separate ideas (a script may have random breaks between paragraphs). · The format may be inappropriate in places.

· Uses basic vocabulary reasonably appropriately. · Has some control of word formation; can produce some common word forms correctly. · Makes frequent errors in spelling more difficult words, but simple words are spelled correctly. · Errors in word choice and/or spelling distort meaning at times.

· Writes simple sentence forms mostly correctly. · Errors in grammar and/or punctuation may distort meaning at times.

· Severe irrelevances and misinterpretations of the task may be present. · Only few content points, which are minimally addressed.

· May use a very limited range of basic cohesive devices, and those used may not indicate a logical relationship between ideas. · Attempts to write in paragraphs, but their use may be confusing (may start every sentence with a new line). · The format may be inappropriate.

· Uses an extremely limited range of vocabulary. · Has very limited control of word formation; can produce a few common word forms correctly. · Makes many errors in spelling, including a range of simple words. · Errors in word choice and/or spelling distort meaning.

· Writes some simple sentence forms correctly. · Frequent errors in grammar and/or punctuation distort meaning.

· Attempts the task, but it is largely misinterpreted and the response is barely relevant to the task.

· Links are missing or incorrect. · Does not write in paragraphs at all (a script is a block of text). · The format is not appropriate.

· Can only use a few isolated words and/or memorized phrases. · Has essentially no control of word formation; can barely produce any word forms. · Displays few examples of conventional spelling.

· No evidence of sentence forms.

· Does not attempt the task in any way.

· The response is completely irrelevant to the task.

· There is too little language to assess.

· Content is completely incomprehensible due to extremely poor handwriting: very few words are distinguishable, so there is a lack of context to verify meaning.

*Criteria for Marking Writing may be adapted by teacher according to the type and format of writing. Teacher can assess learners’ work using some of the criteria from each column. There is no need to take into account all the points of the criteria.

CRITERIA FOR MARKING SPEAKING*

Give a mark out of 6 for each criterion (development and fluency, grammar and vocabulary), and then calculate a mean to give an overall total out of 6.

Mark / Criterion	Development and Fluency	Grammar and Vocabulary
6	· Shows sustained ability to maintain a conversation and to make relevant contributions at some length. · Produces extended stretches of language despite some hesitation. · Can respond to change in direction of the conversation. · Pronunciation is intelligible. · Intonation is appropriate.	· Produces error-free simple sentences. · Attempts some complex grammatical forms, but may make errors, which rarely cause comprehension problems. · Uses a range of appropriate vocabulary to give and exchange views on a growing range of general and curricular topics.
5	· Responds relevantly and at length which makes frequent prompting unnecessary, resulting in a competent conversation. · Produces mostly extended stretches of language despite some hesitation, although instances of using short phrases may be present. · Can generally respond to change in direction of the conversation. · Pronunciation is generally intelligible. · Intonation is generally appropriate	· Produces error-free simple sentences. · Uses a range of appropriate vocabulary when talking about a range of general and curricular topics. · Occasional mistakes do not cause comprehension problems.
4	· Attempts to respond to questions and prompts. · Produces responses which are extended beyond short phrases, despite hesitation. · Effort will need to be made to develop the conversation; only partial success will be achieved. · Pronunciation is mostly intelligible. · May not follow English intonation patterns at times.	· Frequently produces error-free simple sentences. · Uses appropriate vocabulary to talk about a limited range of general and curricular topics. · Errors may cause comprehension problems.
3	· Responses tend to be brief and are characterized by frequent hesitation. · Has to be encouraged to go beyond short responses and struggles to develop a conversation. · There is a lack of intelligibility of pronunciation, but it is unlikely to impede communication. · May not follow English intonation patterns frequently.	· Produces basic sentence forms and some correct simple sentences. · Uses a limited range of appropriate vocabulary to talk about a limited range of general topics. · Errors are frequent and may lead to misunderstanding.
2	· Responses are so brief that little is communicated. · Barely engages in a conversation. · Pronunciation may cause some communication difficulty. · Does not follow English intonation patterns.	· Attempts basic sentence forms, but with limited success. OR · Heavily relies on apparently memorized utterances. · Uses a limited range of appropriate vocabulary to talk about a very limited range of general topics. · Makes numerous errors except in memorized expressions.
1	· No communication possible. · Pronunciation and intonation patterns cause difficulty for even the most sympathetic listener.	· Cannot produce basic sentence forms. · Can only produce isolated words and phrases or memorized utterances.
0	· No attempt at the response. OR · No ratable language.

*Criteria for Marking Speaking may be adapted by teacher according to the format of speaking. Teacher can assess learners’ work using some of the criteria from each column. There is no need to take into account all the points of the criteria.

Term 1. Transcript for listening task.

Ben: You always get good marks at school. You’re lucky! I study but I don’t always get good marks.

Katy: I’m not lucky! I know how to study. I always do three things. Do you want to know them?

Ben: Yeah, please!

Katy: OK, number one. Always study in a quiet place.

Ben: I usually study in my bedroom. It’s very quiet.

Katy: Number two. Have a clear desk!

Ben: Right. A clear desk. My desk isn’t clear. There are lots of papers and books and pens on it.

Katy: Well, that isn’t very good!

Ben: What’s tip number three?

Katy: Have lots of breaks. I always study for thirty minutes. Then I have a break for five minutes. I move my arms and legs and drink some water. Then I study again for thirty minutes.

Ben: I never have a break. I sometimes study for two or three hours.

Katy: That isn’t a good idea! It’s important to get up and move your body.

Ben: OK. Thanks. Next time I think I can get good marks! Copyright: learnenglishteens.britishcouncil.org

Total marks- 22

Listening

Task. Listen to the conversation between Harry and Elizabeth twice.

Transcript for listening task can be found after the mark scheme. Teacher reads the transcript.

Reading

Task. Read the text about Alex’s hometown.

My town – Newquay

Newquay is a small town on the Atlantic coast in the south of England. It has got great beaches and is the best place to surf in the United Kingdom. There are lots of surf schools where you can learn how to surf. I go surfing with my friends every weekend.

I love Newquay because there are lots of other things to do as well as surfing. If you like water sports, you can go kayaking, water-skiing or coasteering. Coasteering involves rock climbing, jumping into the sea and swimming in the same activity. So, you should always go with a special instructor.

If you like animals you can also visit the Blue Reef Aquarium and see lots of different fish and even sharks. You can also go horse riding on the beach or visit Newquay Zoo. There are lots of other attractions too like mini golf and bowling.

Speaking

Task. Choose one of the cards and prepare an individual talk. Provide own experience on topics, using appropriate subject-specific vocabulary. You have 1 minute to prepare and 1-2 minutes to talk.

Card 1. Prepare an individual talk on the topic ‘Our countryside’. The following questions will help you to organize your talk:

1) Do you know your hometown/village well?

2) Where is it situated?

3) What does it look like?

4) Do tourists like to visit your town/village?

5) Is your hometown a good place to live in? Why / Why not?

Card 2. Prepare an individual talk on the topic ‘Our countryside’. The following questions will help you to organize your talk:

1) What is your favourite place in the countryside?

2) Where is it located?

3) What is special about it?

4) What can you do in this area?

5) Why do you like it?

Card 3. Prepare an individual talk on the topic ‘Our countryside’. The following questions will help you to organize your talk:

1) What is the most interesting part of your hometown/village?

2) What jobs are popular in your hometown / village?

3) Is your home town / village changing?

4) Is it a good place to live? Why?

5) What can you change to make it better to live in?

Card 4. Prepare an individual talk on the topic ‘Our countryside’. The following questions will help you to organize your talk:

1) Do you live in a town or village?

2) What kind of place is it?

3) Do you like living there?

4) What are the main tourist attractions in your home town / village?

5) What place there do you like best? Why?

Card 5. Prepare an individual talk on the topic ‘Drama and Comedy’. The following questions will help you to organize your talk:

1) Who are the famous actors and musicians in your country? Why do you think so?

2) Who are your favourite actors and actresses?

3) Why do you think so?

4) Who is your favourite producer?

5) Why do people like watching comedies?

Card 6. Prepare an individual talk on the topic ‘Drama and Comedy’. The following questions will help you to organize your talk:

1) What is the most popular cartoon among teenagers?

2) Do you like it? Why or why not?

3) Who do you usually watch it with?

4) Do your friends like watching this cartoon?

5) Why do children prefer watching cartoons?

Card 7. Prepare an individual talk on the topic ‘Drama and Comedy’. The following questions will help you to organize your talk:

1) What is your favourite comedy show?

2) Can you give its name and actors?

3) What is the program about?

4) How often do you watch it?

5) Why do you like it?

Card 8. Prepare an individual talk on the topic ‘Drama and Comedy’. The following questions will help you to organize your talk:

1) Do you have a favourite animal TV show?

2) What is the name of this animal TV show?

3) Why do you like it?

4) Who do you usually watch it with?

5) How did you feel after watching it?

Total [6]

Total marks_ /22

Mark scheme

Listening and Reading

№	Answer	Mark	Additional information
1 2 3 4 5	True	1
	False	1
	False	1
	exciting	1
	killer	1
1 2 3 4 5	B) Water activities in Newquay	1	In any order
	D) Water attraction to visit in Newquay	1
	F) Location of Newquay in England	1
	surfing	1
	rock climbing, jumping into the sea, swimming	1	Any of the three or all together

Total marks

CRITERIA FOR MARKING WRITING*

Give a mark out of 6 for each criterion (content, organization, vocabulary and spelling, and grammar and punctuation), and then calculate a mean to give an overall total out of 6.

Mark / Criterion	Content: relevance, style and register, and development of ideas	Organization: cohesion, paragraphing, and format	Vocabulary and Spelling	Grammar and Punctuation: range and accuracy
6	· All content is relevant to the task. · The register completely corresponds to the requirements of the task; consistent and intentional misuse of register* may indicate a writer’s personal style. · All content points are fully addressed and developed in a balanced way. *Such misuse of register should not harm the format of writing.	· Uses a range of basic connectors correctly and attempts to use referencing, but not always clearly or appropriately. · Uses paragraphs to separate ideas; all paragraphs revolve around one idea or a set of like ideas; the size of each paragraph allows for a proper and balanced development of ideas. · The format is appropriate, but may be modified for a better reading experience.	· Uses a range of everyday vocabulary appropriately; attempts to use less common lexical items with occasional errors. · Has good control of word formation; may make occasional errors in producing less common word forms. · Spells common vocabulary items correctly; very few (one or two) occasional spelling mistakes may be present. · May occasionally misspell less common lexical items. · Errors in word choice and/or spelling do not distort meaning.	· Writes simple and compound sentence forms correctly and demonstrates some variety in length. · May attempt some complex sentences, but they tend to be less accurate, including punctuation. · Errors in grammar and/or punctuation do not distort meaning.
5	· All content is relevant to the task; insignificant content omissions may be present. · The register on the whole corresponds to the requirements of the task; occasional and inconsistent misuse of register may be present. · Most content points are addressed, but their development may be slightly imbalanced.	· Uses a range of basic connectors correctly. · Uses paragraphs to separate ideas; most paragraphs revolve around one idea or a set of like ideas; the size of each paragraph may reflect imbalanced development of ideas. · The format is appropriate.	· Uses a range of everyday vocabulary appropriately; attempts to use less common lexical items, but may make frequent errors. · Has good control of word formation; may make errors in producing less common word forms. · Spells common vocabulary items correctly; few (no more than five) occasional spelling mistakes may be present. · May often misspell less common lexical items. · Errors in word choice and/or spelling do not distort meaning.	· Writes simple and compound sentence forms correctly, but does not demonstrate variety in length. · Occasional errors in grammar and/or punctuation do not distort meaning.
4	· Most content is relevant to the task; insignificant content omissions may be present. · The register on the whole corresponds to the requirements of the task. · Most content points are addressed, but some content points may be more fully covered than others.	· Uses some basic connectors, but these may be inaccurate or repetitive. · Uses paragraphs to separate ideas, but tends to misuse paragraphing (a script is a set of very short paragraphs or some paragraphs may be much longer than other ones for no apparent reason). · The format is generally appropriate.	· Uses everyday vocabulary generally appropriately, while occasionally overusing certain lexical items. · Has good control of word formation; can produce common word forms correctly. · May make infrequent errors in spelling more difficult words. · Errors in word choice and/or spelling rarely distort meaning.	· Writes simple and some compound sentence forms correctly. · While errors in grammar and/or punctuation are noticeable, meaning is rarely distorted.
3	· Some content is relevant to the task; significant content omissions may be present. · The register barely corresponds to the requirements of the task. · Only some content points, which are minimally addressed.	· Uses a very limited range of basic cohesive devices correctly. · Writes in paragraphs, but may not use them to separate ideas (a script may have random breaks between paragraphs). · The format may be inappropriate in places.	· Uses basic vocabulary reasonably appropriately. · Has some control of word formation; can produce some common word forms correctly. · Makes frequent errors in spelling more difficult words, but simple words are spelled correctly. · Errors in word choice and/or spelling distort meaning at times.	· Writes simple sentence forms mostly correctly. · Errors in grammar and/or punctuation may distort meaning at times.
2	· Severe irrelevances and misinterpretations of the task may be present. · Only few content points, which are minimally addressed.	· May use a very limited range of basic cohesive devices, and those used may not indicate a logical relationship between ideas. · Attempts to write in paragraphs, but their use may be confusing (may start every sentence with a new line). · The format may be inappropriate.	· Uses an extremely limited range of vocabulary. · Has very limited control of word formation; can produce a few common word forms correctly. · Makes many errors in spelling, including a range of simple words. · Errors in word choice and/or spelling distort meaning.	· Writes some simple sentence forms correctly. · Frequent errors in grammar and/or punctuation distort meaning.
1	· Attempts the task, but it is largely misinterpreted and the response is barely relevant to the task.	· Links are missing or incorrect. · Does not write in paragraphs at all (a script is a block of text). · The format is not appropriate.	· Can only use a few isolated words and/or memorized phrases. · Has essentially no control of word formation; can barely produce any word forms. · Displays few examples of conventional spelling.	· No evidence of sentence forms.
0	· Does not attempt the task in any way. OR · The response is completely irrelevant to the task. OR · There is too little language to assess. OR · Content is completely incomprehensible due to extremely poor handwriting: very few words are distinguishable, so there is a lack of context to verify meaning.

*Criteria for Marking Writing may be adapted by teacher according to the type and format. Teacher can assess learners’ work using some of the criteria from each column. There is no need to take into account all the points of the criteria.

CRITERIA FOR MARKING SPEAKING*

Give a mark out of 6 for each criterion (development and fluency, grammar and vocabulary), and then calculate a mean to give an overall total out of 6.

Mark / Criterion	Development and Fluency	Grammar and Vocabulary
6	· Shows sustained ability to maintain a conversation and to make relevant contributions at some length. · Produces extended stretches of language despite some hesitation. · Can respond to change in direction of the conversation. · Pronunciation is intelligible. · Intonation is appropriate.	· Produces error-free simple sentences. · Attempts some complex grammatical forms, but may make errors, which rarely cause comprehension problems. · Uses a range of appropriate vocabulary to give and exchange views on a growing range of general and curricular topics.
5	· Responds relevantly and at length which makes frequent prompting unnecessary, resulting in a competent conversation. · Produces mostly extended stretches of language despite some hesitation, although instances of using short phrases may be present. · Can generally respond to change in direction of the conversation. · Pronunciation is generally intelligible. · Intonation is generally appropriate	· Produces error-free simple sentences. · Uses a range of appropriate vocabulary when talking about a range of general and curricular topics. · Occasional mistakes do not cause comprehension problems.
4	· Attempts to respond to questions and prompts. · Produces responses which are extended beyond short phrases, despite hesitation. · Effort will need to be made to develop the conversation; only partial success will be achieved. · Pronunciation is mostly intelligible. · May not follow English intonation patterns at times.	· Frequently produces error-free simple sentences. · Uses appropriate vocabulary to talk about a limited range of general and curricular topics. · Errors may cause comprehension problems.
3	· Responses tend to be brief and are characterized by frequent hesitation. · Has to be encouraged to go beyond short responses and struggles to develop a conversation. · There is a lack of intelligibility of pronunciation, but it is unlikely to impede communication. · May not follow English intonation patterns frequently.	· Produces basic sentence forms and some correct simple sentences. · Uses a limited range of appropriate vocabulary to talk about a limited range of general topics. · Errors are frequent and may lead to misunderstanding.
2	· Responses are so brief that little is communicated. · Barely engages in a conversation. · Pronunciation may cause some communication difficulty. · Does not follow English intonation patterns.	· Attempts basic sentence forms, but with limited success. OR · Heavily relies on apparently memorized utterances. · Uses a limited range of appropriate vocabulary to talk about a very limited range of general topics. · Makes numerous errors except in memorized expressions.
1	· No communication possible. · Pronunciation and intonation patterns cause difficulty for even the most sympathetic listener.	· Cannot produce basic sentence forms. · Can only produce isolated words and phrases or memorized utterances.
0	· No attempt at the response. OR · No ratable language.

Term 2. Transcript for listening task

Harry: Hey, Elizabeth, how would you like to go see a movie tonight?
Elizabeth: Sounds great! What would you like to see?
Harry: I don't know... how about that new horror movie at the Arlington Theater?
Elizabeth: Oh, I heard about that. It sounds a little scary to me. I'm more into romantic movies. Or maybe a romantic comedy.
Harry: No way! I hate that kind of stuff!
Elizabeth: Really? Well then, what kinds of movies do you like?
Harry: I guess I'm really into action and adventure type of movies.
Elizabeth: Oh yeah, well I guess they are okay, as long as they aren't too bloody. I also heard about this great new musical that just came out. What do you think about that?
Harry: Musical? I don't know. That doesn't sound too exciting. Is there anything we can agree on?
Elizabeth: It doesn't seem like it. Oh, I remember another movie that came out last week. It's a mystery and it had a little romance and some action, too. I heard it's pretty exciting because nobody can guess who the killer is and it has a surprise ending. What do you think about that one?
Harry: I guess that doesn't sound too bad. What time does it start?

Copyright: http://www.5minuteenglish.com/apr23.htm - listening activity link

Total marks- 22

Listening

Task. Listen to the conversation between the travel tour guide and the tourists twice.

CD3. Tapescript 2. And transcript for listening task can be found after the mark scheme.

Choose the right option.

4. Oxford Street is a famous street for… [1]

A) Drinking tea

B) Eating

C) Shopping

D) Taking pictures

5. The Queen lives at … [1]

A) Tower of London

B) Buckingham Palace

C) Tower Bridge

D) Big Ben

Total [5]

Reading

Task. Read the text about fast food.

Fast food

How did the hamburger become the most popular, most typical American food?

It got its name from the German town of Hamburg, which was famous for its steak. German immigrants to the United States introduced the “hamburger steak”. McDonald’s sells hamburgers, one of the world’s most famous fast food restaurants.

You can find them in Japan, Germany, Panama, Guatemala, Australia, Portugal, Hong Kong and even Moscow. In fact, there are 13,000 in 120 countries.

What makes American fast food so popular?

Lee Cho, a South Korean, says: “I often go to McDonald’s. It’s clean, less expensive than other restaurants and saves time.”

Natalia Petrova, a girl from Moscow, says “I find the hamburgers very tasty”.

Older people are very critical of this sort of food. Lots of young people in the USA are overweight and parents blame these high-calorie foods that their children eat in large quantities.

Write answers.

4. Who took the hamburger to the United States of America? [1]

________________________________________________________________

5. Why do people go to McDonald’s? [1]

________________________________________________________________

Total [5]

Writing

Task. Choose ONE of the topics below.

ü Write answers in full sentences.

ü Give arguments supported by examples.

ü Link these sentences into a well-structured paragraph with some basic connectors.

ü Use future form ‘will’.

Topic 1. Our Health

§ What is it a healthy lifestyle?

§ What should you personally do to stay healthy?

§ How will you describe a healthy diet?

§ What will you do to stay healthy?

Topic 2. Holidays and Travel

§ What will your dream holiday look like?

§ Where would you like to go?

§ Why will you choose this place?

§ What kind of activities can you do there? Who will you go with?

Total [6]

Speaking

Task. Work in pairs. Choose one of the cards and make a dialogue with a partner. Give own points of view on topics, ask questions to clarify the answers and get the needed information, explain and justify your positions and answer your partner’s questions.

You have 1 minute to prepare and 2 minutes to talk.

Card 1. Discuss with your partner the topic ‘Our Health’. The following questions will help you to organize your talk:

1) Do you go in for sports?

2) What kind of sport do you do?

3) How often do you go in for sport?

4) Are you a member of a gym?

5) What can you advise for people to stay healthy?

Card 2. Discuss with your partner the topic ‘Our Health’. The following questions will help you to organize your talk:

1) Do you sleep well?

2) How many hours of sleep do you usually get?

3) What do you do, if you can't get to sleep?

4) Have you ever drunk milk to get to sleep?

5) What do you do in order to sleep well?

Card 3. Discuss with your partner the topic ‘Our Health’. The following questions will help you to organize your talk:

1) How often do you eat fast food?

2) What fast food do you eat?

3) Do we need to eat as much fast food as we do?

4) Why do you think people keep eating unhealthy food?

5) What foods do you think are healthy?

Card 4. Discuss with your partner the topic ‘Our Health’. The following questions will help you to organize your talk:

1) Why is it important to visit a dentist?

2) When was the last time you went to a doctor? Why?

3) Have you ever been to a hospital?

4) When was the last time you were sick?

5) What do you do to stay healthy?

Card 5. Discuss with your partner the topic ‘Holidays and Travel’. The following questions will help you to organize your talk:

1) Have you ever been in any foreign country?

2) Where have you been?

3) Are you planning to go anywhere for your next vacation?

4) If so, where and who with?

5) How long will you stay?

Card 6. Discuss with your partner the topic ‘Holidays and Travel’. The following questions will help you to organize your talk:

1) What festival is the most exciting in your country?

2) When is the festival celebrated?

3) Why is this festival celebrated?

4) Does your family celebrate this festival?

5) Are there special foods connected with the festival?

Card 7. Discuss with your partner the topic ‘Holidays and Travel’. The following questions will help you to organize your talk:

1) Are you afraid of going abroad alone?

2) Could you live in another country for the rest of your life?

3) What was the most interesting person you met on one of your travels?

4) What was your best trip? Why?

5) What was your worst trip? Why?

Card 8. Discuss with your partner the topic ‘Holidays and Travel’. The following questions will help you to organize your talk:

1) What is your favourite holiday?

2) What do you like to do on the holidays?

3) Who do you usually spend the holidays with?

4) What is your parent's favourite holiday?

5) Do you think holidays are important? Why?

Total [6]

Total marks_ /22

Mark scheme

Listening and Reading

№	Answer	Mark	Additional information
1 2 3 4 5	Madame Tussaud’s Museum	1
	Oxford Street	1
	Big Ben	1
	C	1
	B	1
1 2 3 4 5	False	1
	True	1
	False	1
	German immigrants	1	Sentences structure can vary, but the meaning should be the same
	It’s clean/ less expensive than other restaurants / saves time./ Hamburgers are very tasty.	1

Total marks

CRITERIA FOR MARKING WRITING*

Give a mark out of 6 for each criterion (content, organization, vocabulary and spelling, and grammar and punctuation), and then calculate a mean to give an overall total out of 6.

Mark / Criterion

Content: relevance, style and register, and development of ideas

Organization: cohesion, paragraphing, and format

Vocabulary and Spelling

Grammar and Punctuation: range and accuracy

· All content is relevant to the task; insignificant content omissions may be present. · The register on the whole corresponds to the requirements of the task; occasional and inconsistent misuse of register may be present. · Most content points are addressed, but their development may be slightly imbalanced.